Telling Truths: Depth Writing as Service
Boston College – PL 262 – Spring 2012
Kathleen Hirsch, professor
Phone: 617-435-0283
e-mail: [email protected]
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“Reverence thyself…Schweitzer’s Reverence for Life, the recognition of oneself as life
that wants to live among other forms of life that want to live. This recognition is indissoluble,
reciprocal, and dual. There can be no self-respect without respect for others, no love and
reverence for others without love and reverence for oneself; and no recognition of others is
possible without imagination. The imagination of what it is to be those other forms of life that
want to live is the only way to recognition; and it is that imaginative recognition that brings
compassion to birth. Man’s capacity for evil, then, is less a positive capacity, for all its
horrendous activity, than a failure to develop man’s most human function, the imagination, to its
fullest, and consequently a failure to develop compassion.”
Origins of a Poem
Denise Levertov
“Language permits us to see. Without words, we are all blind.”
Carlos Fuentes, The Old Gringo
This course will give you the chance to explore the concept of truth telling in a society that relies
on increasingly fractionated information and a fragmented social consensus to address pressing
social problems. Based on off-campus field work (required), you will engage in reading and
writing assignments designed to encourage you to confront the narratives that you are compelled
by, and those you ultimately choose as their own.
We will read works in a variety of genres as models for your writing. Class time will be spent in
discussions and workshops, learning how to be good readers and offering each other constructive
criticism. By the end of the semester, you will have created a series of stories, profiles, and
personal reflections.
PULSE placements are strongly recommended in this course. Students who opt to arrange
their own field work must submit an Independent Work Contract for approval.
Attendance: Attendance is part of your participation grade, and absences will be deducted.
Two absences will result in a drop of a full letter grade. If you must be absent due to illness or a
family crisis, please notify me BEFORE the class in question. If you are ill enough to miss class,
please provide documentation.
Assignments:
1. Written Assignments –
Journals: Course writing will be based on field notes recorded in your writer’s journal.
Entries will include specific assignments, observations from your placement experiences, and
reflections on readings. Other assignments noted in calendar that follows.
2. Reading: We will read and analyze contemporary nonfiction as well as works by Parker
Palmer, Hirsch, Doyle, Agee, Riis and others.
3. Discussion/Presentations: Each student will present the work of an author who has
influenced their own thought and writing. These presentations will include: an
introduction and overview of the author’s life and work (subject matter, approach, and
impact); an analysis of what makes it memorable and important, and one example
provided to the class to read.
Grading: If you are doing a formal PULSE placement, 40% of your grade will come from your
service supervisor and 60% from me. If you are making individual arrangements to work with a
service organization, 100% of your grade will come from your coursework.
Please notify me by Jan. 26 whether you are doing a formal PULSE placement or another
service plan. Students who are doing an individual service plan will be required to submit an
Independent Work Contract.
The classroom part of the grade, in either case, is as follows:
Written work: 60%
This includes all preliminary homework assignments, as well as your final article or
essay.
Participation: 40%:
20% -- Class presentation.
20% -- Discussion and attendance.
Texts:
Course Pack
To Know As We Are Known, by Parker Palmer
Songs From the Alley, Kathleen Hirsch
Tattoos on the Heart, Gregory Boyle
Trumpets From the Island of Their Eviction, Martin Espada
Jesus Before Christianity, Albert Nolan
Course Calendar and Reading Assignments:
January 18:
The possibility and meaning of stories in a culture of exhibitionism
Homework: Writing: Field notes
Read: “Stories Matter,” Jacqui Banaszynski (handout)
“Why Stories Matter,” Marshall Gans (b/v link)
January 25: A story telling workshop:
“In the Light of Reverence”
Student stories
Homework:
Field work plans completed
Writing: Field Notes (due 1/29)
Read: To Know as We Are Known, Intro. through Chap. 4
February 1: Discussion: Parker Palmer reading
Workshop: Student writing
Homework:
Reading: Songs From the Alley, Part I
“Nonfiction as the New American Literature,”
William Zinsser
2 Student Presentations (for next week) – “character”
February 8: Discussion: Songs: character (class stories)
Student Presentations
Workshop: Twenty Questions
Homework:
Reading: Songs, Part II.
Writing Assignment: to be announced (due 2/22)
2 student presentations (for next week)
February 15: Discussion: Songs, Pt. II
Workshop: Discovery draft
2 Student presentations
Homework: Finish writing assignment (due 2/22)
Reading: Jesus Before Christianity, Chaps. 1-5
February 22: Retreat and reflection day: Relationship in Service and Story Telling
Homework: Tattoos on the Heart, Chaps. 1-5
Homework: Journal Entry TBA (2 pgs.)
February 29: Discussion: Tattoos
Workshop: Student assignment
3 Student Presentations
March 7:
Spring break  PLEASE FINISH TATTOOS BY 3/14 CLASS
March 14: Discussion: Tattoos
Story telling; in-class writing exercise
Tattoos
Homework: Read Articles 1, 2 and 5 in course pack
Jacqui Banarszynski, “Profiles” Tomas Tizon, “Every Profile
Is an Epic Story” (handouts)
Writing Assignment TBA (6 pages, due 4/18)
Bring writing plan to next class
March 21: Discussion: Feature articles from course pack and handouts
In-class workshop: Profiles
Homework: Create research plan (bring to next class; hard copy)
Read profiles (handouts)
Jesus Before Christianity, Part III
March 28: Retreat and Reflection day: Speaking Truth to Power
Profiles, discussed
Homework: Read Articles 4 and 6 in course pack
Jesus Before Christianity, Part IV
Journal Entry: TBA (2 pgs.)
April 4: field trip
April 11: Discussion: Jesus Before Christianity (balancing action and presence)
Journal entries – sharing
2 Student presentations
Homework: finish writing assignment (due 4/18 in class; hard copy)
Reading: TBA
April 18: Retreat Day – student readings
Expanding the circle: exercise
Homework: Read: Trumpets from the Island of Their Eviction
April 25: Discussion: Poetry as “speaking truth to power”
Presentation: alternate voices speaking truth
4 Student presentations
Homework: Reflection (due next week)
Reading: TBA
May 2: Publication party…..